ABSTRACT Drawing on participant observation, interviews, and document analysis, we discuss teachers’ narratives about the language and identity of Roma pupils and compare them with those of the pupils themselves. We explore the sources of information that shape teachers’ dispositions, category conflation (of Roma with ‘Gypsies/Travellers’) and lack of information on sociolinguistic repertoires. We discuss the risks of targeted, scripted institutional narratives on Roma and show that in the case under consideration they are likely to have contributed to a disparity between teachers’ perception of Roma, and the views that Roma pupils present drawing on their own experiences.

中文翻译：

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英国学校环境中对罗马尼亚罗姆移民的语言和身份的态度

摘要通过参与观察、访谈和文件分析，我们讨论了教师关于罗姆学生的语言和身份的叙述，并将它们与学生自己的叙述进行比较。我们探索影响教师性格的信息来源、类别混淆（罗姆人与“吉普赛人/旅行者”）以及缺乏关于社会语言学曲目的信息。我们讨论了针对罗姆人的有针对性的、有脚本的制度叙述的风险，并表明在所考虑的案例中，它们可能导致教师对罗姆人的看法与罗姆人学生根据自己的经验提出的观点之间的差异。